The effect of distance learning classroom design on student perceptions

This study investigated the effects of camera angle and monitor placement in a simulated distance-learning environment. Of particular interest were the effects on perceived instructor credibility and immediacy behaviors. A videotape of a lecture on an academically relevant topic was produced using a high-angle and an eye-level camera. Participants viewed one of the presentations in either a traditional classroom design (one monitor, front center of room) or in small groups with a monitor for each group. Participants were observed as they viewed the videotape of interest, following which they completed a questionnaire and posttest. Results suggest that an eye-level camera, and multiple monitors with groups of 4–5 students positively influence instructor credibility, immediacy, and interactions. The implications of these findings and recommendations for design of a distance-learning classroom are discussed.     

Clarity and coherence of lesson goals as a scaffold for student learning

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.     

The effect of knowledge of correct results per item on verbal learning and retention

A report of an experiment to measure the effects of both overt and covert responses to educational stimuli with KCR (knowledge of correct results) feedback provided. In most studies of feedback, KCR (or KR) is given as a consequence of an overt response: Stimulus-Response-Feedback. In the case of a covert response, the student constructs his answer but does not react overtly to the presentation of a stimulus item. Forty Ss were randomly assigned to 1 of 4 groups further divided into 1 control group receiving no feedback and 3 groups receiving information (KCR) according to either overt or covert response patterns. A 25-item multiple-choice test was administered 5 times by means of a terminal consisting of a screen and a teletype. Results showed that the covert paradigm was the most effective. The experiment did not demonstrate that the covert process leads to better performance on a test administered later to measure retention. A tentative explanation for this negative result was that the time interval between the provision of feedback and presentation of the next item was of some relevance. A multiple comparison test revealed that the 3 treatment groups performed better than the control group.     

The effect of worked examples on student learning and error anticipation in algebra

Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students...     

情感因素对英语教和学的启示

近年来,我国在不断探索教育改革的过程中,越来越重视学生的主体地位,情感因素在教学中越来越受到重视。那么,如何在英语的教和学中有效利用情感因素,本文从学习者的个别因素与非个别因素两个方面进行了深入思考。     

创新创业活动能否促进大学生的学业发展

创新创业教育对于推动高等教育改革、实现国家创新驱动战略有着重要意义.研究依据各高校创新创业学分认定管理办法,构建了4个衡量创新创业活动的指标,通过有序Logistic、处理效应、多元回归和分位数回归等方法,分析了创新创业活动对学业发展的影响.研究发现,大学生创新创业活动能够提升大学生的学习动力,提高学业成绩,但创新创业活动存在明显的异质性,对学习成绩处于中等的大学生学业成绩的激励效果更加显著.研究有助于更好的理解大学生创新创业活动与学业发展之间的关系,为高校开展各类创新创业教育,提升人才培养质量提供参考.     

The application of machine learning to student modelling

This article considers the prospects for applying machine learning techniques to the problem of maintaining the dynamic student models needed for intelligent tutoring. We imagine a learner endeavouring to understand a climate classification scheme through exploring a data-base guided by a tutorial system which does not itself know the classification rules. We consider the possible use of the focussing algorithm for concept learning as a basis for such a tutorial system. Several difficulties with this approach to guided discovery learning are discussed.     

The effect of question format in revealing the quality of student learning of some biological concepts

Specializations: science and technology, biology teacher education.     

Use of digital game based learning and gamification in secondary school science: The effect on student engagement,learning and gender difference

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.     

有感德国职业教育对学生学习的评价

本文介绍了德国职业教育对学生非专业能力的评价和对学生学习领域的评价,谈了德国职业教对学生学习评价的体会,以引起我国职业院校在学生学习评价方面作为借鉴。     

傈僳族学生的学习特点及对策

本文初步分析了傈僳族学生在学校学习所具有的一些特征,并提出了相应的教育对策。